Looking for Alaska

Green, J. (2005). Looking for Alaska. New York, NY: Dutton. Miles Halter convinces his parents to let him go off to a boarding school for his junior year in high school. There, he meets a group of friends, including his roommate that gives him the name “Pudge”. Miles soon learns about how the students enjoy playing pranks on each other, drinking, smoking etc. The problem occurs after Miles and Alaska are acquainted.  The group of friends fell asleep one night after socializing in Alaska’s room, when she got a call on the hallway payphone in the middle of the night. She became hysterical and left with the help of the friends, although she was drunk. She was killed in a car crash that night. The friends speculate may have been a suicide, after putting all the pieces together. In the end, Miles knows he must forget Alaska and hopes that she forgives him for it because he forgives her. The author intended this book to be for students 9^th grade and up. However, there are some controversial issues in this book like drinking, smoking marijuana, suicide and sex. Although it’s a good read, I would proceed with caution when deciding whether or not to add it to my collection. This book could play upon both the reader’s emotional and social development, as it addresses issues of conforming, death and secrecy. Teenagers are learning how to deal with their hormones and other issues such as peer pressure, sex and drugs.

Printz Book (2): American Born Chinese

Yang, G. (2006). American Born Chinese. New York, NY: First Second. Jin is the main character of this graphic novel. Jin is a young Chinese boy that feels like he does not fit in because he is in the minority at his school. When Wei-Chen enrolls at his school, he Jin doesn’t feel as alone as he did before. Although, the story line is hard to follow, it is apparent that by the time Jin reaches Junior High School, he wishes himself into his alter-ego named Danny. Danny is white and blonde. Danny’s “cousin”, Chin-Kee somehow represents Jin’s old friend, Wei-Chen in his new life as Danny. Although Chin-Kee is more flamboyant than Wei-Chen, his presence reminds Danny of his old friend and he helps him to realize that without each other, they are bound to lose themselves and their own identities. This story is very complicated to follow. But students age 14 and up would probably find the story interesting as the graphics help by adding humor to illustrate the comically complex storyline. I would suggest the Diary of a Wimpy Kid series for further reading as this series is also a graphic novel and very comical as well. This story meets the criteria for mental development as outlined in the text simply because of the complexity of the storyline. Readers will have to be mature enough to be able to decipher what the story is about and be intelligent enough to be able to draw a feasible conclusion.

Printz Book (1): Why We Broke Up

Handler, D. (2011). Why We Broke Up. New York, NY: Little Brown & Co. Minerva (Min) Green is upset at her recent break up with Ed Slaterton. She has a box full of items from their relationship that she decides to leave on Ed’s porch. But before she leaves the box, she writes him a letter, explaining each item that she saved in the box and why they were significant to the relationship. Consequently, with each item explained, she realizes how they should not have been together in the first place. She realizes that the friendships with her friends, especially the one with Al, is more significant than what she had with Ed. Al cared about her and Lauren had her back to the end.  This story is most appropriate for students aged 14 and up. The story is basically a letter written by a girlfriend with a wounded heart to her boyfriend. We never find out Ed’s perspective and whether or not the break up affected him. She brings up topics that older students could relate to better than a pre-teen. However, because the story’s basis is an informal letter, an English teacher would probably have fun with this. A lesson could be devised on writing style and format.This book meets the criteria of social and emotional development. Teenagers sometimes have a hard time dealing with conflicts in relationships. Through readings like this, they are able to associate emotions of the characters in the story with their own.

 

The Knife of Never Letting Go

Ness, P. (2008). The knife of Never Letting Go. Boston, MA: Candlewick Press. Todd Hewitt is a fourteen year old boy that enters a new world where all males are men by age 13. Most people on the new world have been infected with a germ called Spackle and all remaining men could hear each other’s thoughts. This infliction is known as the Noise. There are no other females in the new world besides Viola. Her ship had crash landed on the new world. So she and Todd decide to travel together. During their journey, Viola hears Todd’s “noise” and it frightens her but they later find out that women are not affected by the disease. They set out to travel further in search of a cure for the disease. On their journey, they encounter a series of events that lead to Todd having to sacrifice his dog and even surrendering himself to save Viola. This book is intended for students 14 years and up. Students may enjoy finding “escapes” from the real world. This book allows students to use their imaginations but they would also be able to link some of the experiences to reality. I would suggest other books by Patrick Ness for further reading like Monsters and Men and The Asked and The Answered. This book meets the criteria discussed in the text on developing lifetime readers. Students are able to use their imaginations, find enjoyment in the text and they may be relate to the experiences.

 

Winger

Smith, A. (2013). Winger. New York, NY: Simon & Schuster. Ryan Dean West is a fourteen year old junior at Pine Mountain Boarding School. He plays wing on the varsity Rugby team and has been nicknamed Winger.  He is obviously smart and athletic but he never seems to feel like he fits in. Because of some trouble he had gotten into, he had been assigned to live in the O-Hall as punishment. Although his stay started rough, Ryan ended up having fond memories of his time there. One good friend that he made in O-Hall was Joey who ends up being beaten and killed by two of the varsity football players. Incidentally, they are the same football players that had tortured Ryan Dean at the opening of the story. Although he tries to mask his feelings about the death, he takes Joey’s passing hard but with the support of his parents and Annie Altman (the girl he loves), Ryan is able to heal. Winger is intended for students age 12 and up and appropriately so. Ryan Dean is very witty and his story allowed me to get into the head of adolescent male and experience the things he does throughout the story. I would suggest Looking for Alaska as a further reading, as the two stories are similar. The story meets the criteria for social development. Ryan Dean searched for acceptance in friendships and in love throughout the story. Teens feel they need to have a sense of belonging.

 

Monster

Myers, W. D. (1999). Monster. New York, NY: Harper. Steve Harmon is a scared 16 year old, African American male, on trial for a felony murder. Throughout the story, Steve keeps a diary of his experiences while in jail. While in court, he writes down everything that happens as if it were a movie. He tells his story through this movie in his head.  It’s apparent that Steve may not have committed the crime he’s been accused of and even his own attorney is not sure. He, along with another accomplice in the robbery that ended in a death, were considered to be “monsters” by the prosecuting attorney. But after all the evidence is revealed however, Steve is found not guilty. Even though Steve is happy about the news, he ponders why it is that his attorney does not celebrate the victory by reciprocating a hug he tried give her.  Students in grades 7^th through 12^th grade would enjoy this highly detailed novel. I think it may help them to imagine what it would feel like going through Steve’s experience. If students read this book, they may think twice about committing senseless crimes. Many students, especially inner city youth, think it may be ok to commit crimes and go to jail. But as we learn through Steve’s experience, it’s actually very frightening. Steve knew that even though he didn’t pull the trigger, he was in the wrong place at the wrong time. This plays upon Kohlberg’s conventional moral development. 

 

Speak

Anderson, L.H. (1999). Speak. New York, NY: Penguin. Melinda Sordino is a freshmen at Merryweather High School. There, she is treated as an outcast.  Before the school year began, she attended a party and subsequently called the police who put an end to the high school party. Presumably, this is why Melinda no longer has any friends, except for Heather (a new girl in town). Later in the story, we find out that Melinda was raped by a popular senior (Andy Evans) at that party and she had been having a hard time dealing with it. She never spoke a word about what happened to her and instead coped by biting her lip and nails. Melinda finally builds up her courage to tell her former friend Rachel of what happened but Rachel is now dating Andy and doesn’t believe her. However, she is happy that she finally told someone and can now feel free. This book would be ideal for students ages: 12 to 17. I would suggest to students that are interested in this story, more novels by this same author. Laurie Anderson’s books, although different subjects, have similar styles. In this particular book, the lesson that could be learned is that it is best to talk about things that are bothering you, if not, you become a slave to the secret. Figurative language is being developed within this novel. Melinda uses this type of language throughout the book. Context clues help to give meaning to her sarcastic language.

The Tequila Worm

Canales, V. (2005). The Tequila Worm. New York, NY: Wendy Lamb Books/Random House. In this story, a Mexican American girl named Sofia takes us on a journey through her life and lessons learned along the way. The main focus is on her desire to see what life has to offer, besides remaining with a barrio and becoming a good comadre. Not as if her parents had not taught her, but one important realization came after her school coach suggested she should be proud of her heritage above all. Sofia heeded the advice and began to do exceptionally well in all areas of academics to prove herself to other students who had previously teased her. She excelled so well that she won a scholarship to attend a boarding school. Although her parents were apprehensive about her leaving the barrio, Sofia was determined. Determination remained with her throughout her years as she embraced her own culture and learned how to become a good comadre through relationships and experiences. I really enjoyed this book. One major strength is that it explains Mexican culture and rituals. This novel would be a great tool to use in introducing students (age 12 and up) to the Mexican American culture and vocabulary. Spanish words are used and clearly defined throughout the book. I believe this book would help develop students into becoming Lifetime Readers. Although, it educates, it is also humorous. Students may find themselves reading for unconscious delight or for a vicarious experience.

Annie on My Mind

Garden, N. (1982). Annie on My Mind. New York, NY: FSG. Eliza Winthrop (Liza) recounts the events of her relationship with Annie Kenyon during their last year of high school. She begins by attempting a letter explaining that she misses Annie since they are off in college. But she decides to instead, remember their relationship and what brought her to her current feelings. The problem is that being a lesbian is not socially accepted. During their senior year, Liza and Annie were caught by a school administrator, Ms. Poindexter in the home of 2 lesbian teachers while they were away. The teachers were fired and Liza was forced to “come out” to her parents. Although the teachers tried to reassure the girls that everything would work out, Liza thought it would be best to end the relationship. The girls went their separate ways. In the end, after remembering their relationship and accepting herself for who she is, Liza decides to call Annie to express her feelings. Students ages 13 and up would probably enjoy this book if they are able to relate. I would also suggest for further reading, The Empress of the World by Sara Ryan and Keeping You a Secret by Julie Anne Peters. These books all present the theme of teenage lesbianism. This reading meets Kohlberg’s theory of moral development. Students who may be struggling with the questions of right and wrong will gravitate toward this book as Liza also struggled with her own moral development.

 

The Absolutely True Diary of a Part-Time Indian

Alexis, S. (2007). The Absolutely True Diary of a Part-Time Indian. New York, NY: Little Brown. Arnold Spirit, nicknamed Junior lives on the Spokane Indian Reservation (the rez) with his mother, father, sister and grandmother. Junior feels like an outcast among his peers on the rez. He’s always being made fun of or beat. He only has one friend, Rowdy. After about a week into the new school year, Junior subsequently gets advice from the geometry teacher to leave the rez or, he warns, Junior would not ever grow intellectually or get anywhere in life. Junior decides, with his parent’s permission to attend a predominantly white school a few miles away from the rez. The problem is that his peers on the rez, including Rowdy, considers him a traitor for leaving and he also has fears he won’t fit in at his new school. After becoming acclimated to his new environment, Junior is able to make friends and eventually reconnect with Rowdy too. For children in the 7^th grade and up that enjoy this book, I would also recommend they read American Born Chinese by Gene Luen Yang. This book is a similar read. The main character is a minority at his school. Both books tell of the personal obstacles the main characters had to endure throughout each story. This book definitely meets the criteria of Havighurst’s developmental task that suggests adolescents need to learn to get along with peers, as this was a major theme throughout the book.

 

The Chocolate War

Cormier, R. (1988). The Chocolate War. New York: NY. Delacorte. Jerry Renault is coping with personal issues stemming from the death of his mother and now he’s being faced with decisions to conform to the covert rules and pressures of a new school and gang called the Vigils. Although he initially falls in line with what is expected of him, he eventually realizes that reward comes in remaining true to himself and he does not back down. In the end, although he loses a fight that is set up by the Vigils, other students recognizes his integrity. I believe the lesson in this book is that it is always admirable to stand firm to your own beliefs. Through this reading, high school students may realize the importance of their own integrity. Teachers could use this book to build upon other lessons in social skills with recognizing themes of bullying. It is apparent throughout the book that not only children can be bullies but adults as well. Kohlberg’s theory of Social Development suggests his 3 ideas of moral and social development. I believe that Jerry’s actions proves that he is operating on a post conventional level. He seems to realize that the covert “rules” of his new school, goes against what he believes. He’s able to recognize it, and stick to his beliefs – even if he becomes a social outcast or gets into fights. Jerry is able to make mature decisions, presumably because of his experiences with his mother.

NYT Best Seller (2): Where She Went

Forman, G. (2011). Where she went. New York, NY: Dutton. It has been 3 years since Adam Wilde was dumped by his high school sweetheart, Mia Hall. After Mia recovered from a catastrophic accident that left her without a family, she was self-conscious about the looks of pity from people who knew her and decides to move away and leave it all behind, including Adam. Now on separate coasts with Mia pursuing a classical music career at Julliard and Adam as a rock star in Los Angeles, they encounter a chance meeting in New York. There they reconnect, remember the past, deal with emotions and catch up on the in between years. Now, Adam is faced with the decisions. He must decide if he wants to stay in his current relationship with actress Bryn or rekindle his relationship with Mia which may affect his career and stardom. In the end, he chooses the latter. He decides to put his career on hold so that Mia could pursue hers and he could be by her side. This novel is the refreshing sequel to If I Stay. It’s also intended for students age 14 years and up. It is heartwarming to know that Mia and Adam’s story ends positively. For further reading on relationships, etc, I would suggest Gone Girl by Gillian Flynn. This novel meets the criteria for emotional development as outlined in the textbook. Students may gravitate to this book and If I Stay who are in love with love.

 

NYT Best Seller (1): If I Stay

Forman, G. (2009). If I stay: A novel. New York, NY: Dutton Books. Mia Hall is a 17 year old girl who loves classical music and loves being with her family more than anything. Although she also has a great relationship with Adam, he understands the bond between Mia and her family. One morning, school was closed because of snow. Mia’s parents decided to take advantage of their snow day off in Oregon by visiting friends. But while out on the road, the family’s vehicle was hit by a large truck that left Mia without a family. While in the hospital, although still alive but in a coma, Mia has an out of body experience where she is able to watch her own memories and then things that are currently happening. Finally, Mia is faced with a decision to either wake up from her coma or pass on with her family. Her loving boyfriend, Adam tries to help with her decision by bargaining with her while comatose and letting her know what all she has to live for. This book was intended for students age 14 and up. This is a great story of love. The love Mia has for her music, her family and Adam is explored in this book. For further reading, I would suggest reading the sequel to this amazing story, Where She Went, to find out how the story ends. It meets the criteria for emotional development from the text. This novel truly pulls on heartstrings.

 

Uglies

Westerfield, S. (2005). Uglies. New York, NY: Simon Pulse. Tally Youngblood is a 15 year old “Ugly” who is eagerly awaiting her 16^th birthday so she can undergo an operation that will make her a “Pretty”. Tally’s best friend, Peris has already had her operation living in New Pretty Town. Longing for her best friend, Tally sneaks over to New Pretty Town where she meets another “Ugly”(Shay) sneaking around. Shay and Tally share a birthday and both will be converted soon. But Shay is against being transformed and runs off to Smoke where people go to dodge the operation. Tally is summoned to find Shay. She does and she also meets David and his family there. His mother explains to Tally that with the “Pretty” operation, there is also a brain alteration. With that, Tally decides she no longer wants to be a “Pretty”.  Eventually, the people of Smoke are located and arrested but David and Tally are able to escape to find their loved ones. But Shay is already captured and given the operation and David’s dad is dead. Tally feels responsible and confesses to David why she was in Smoke in the first place and then she turns herself in for the operation. The age range for this book is 12 and up. Although it is a novel based on fantasy, I feel that it loosely depicts how today’s society thinks about age and beauty. This story definitely meets the criteria of both physical and social development.